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Having analyzed the consonant sounds and having found some similarities and differences between consonant sounds of English and Uzbek language we can come to the following conclusions:
Consonants may be voiced and voiceless, and oral or nasal. They are produced at various places of articulation: labial, dental, alveolar, alvelarpalatal, palatal, velar, and glottal. At the place of articulation, the airstream is modified by different manners of articulation and the resulting sounds are plosives, fricatives, median, lateral or affricates.
The last division is very important, due to it the principal difference in the formation of consonants in English and of consonants in Uzbek may be clearly shown. The system of English consonants consists of 24 consonants. They are: [p, t, k, b, d, g, m, n, l, ng, v, r, s, y, sh, z, х, h, f, j, ch, с, q, g’]
The English affricates [∫], [t∫] and fricatives [ch] are palato-alveolar, while Uzbek [ ш, ж ] are post-alveolar fricatives and [ ж ] may be palatalised.
13.The English voiceless [ p,n,k,s] are more energetic than the corresponding Uzbek voiceless consonants. In the Uzbek [n, т, к ] there is less aspiration than in the corresponding English voiceless plosives. While the English voiced [ b, l, g, z] are less energetic than the corresponding Uzbek voiced consonants.
We regard the jotal combination [й] as a separate phoneme in English. It is not a chance combination, it is very often used and there is a letter in the alphabet to denote it in spelling. According to its first element it may be regarded as a consonants phoneme [c-v] may form phonological opposition with the vowel [u:]. This opposition is an example of vowel-consonant dichotomy de-due (dew), loote- lute.
The English [ j ] is a palatal semi-vowel. The Uzbek [й] is a palatal fricative.
Comp. yet- eт [йет].
The interdental articulation is unknown in Uzbek. They are extremely difficult for the Uzbek to master.
Some of the English consonants like [θ] and [ð] have no counterparts in Uzbek. Many consonants have their counterparts in the languages compared, but they differ in their articulation.
Teach the alphabetic code knowledge (the relationship between speech sounds and letters or letter groups) bysystematically and comprehensively introducing the letter/s-sound correspondences of the English alphabetic code.If possible, introduce between two and four correspondences per week at first, including vowel letters and sounds and
consonant letters and sounds. Start with mainly one spelling alternative for each of the 44+ phonemes (the smallest identifiable sounds in English speech) before broadening out to focus on further spelling and pronunciation variations.
Model how to put the letter/s-sound correspondences introduced (the alphabetic code knowledge) to immediate use with real words teaching the three core skills which we underlined above. Teaching pronunciation alongside the introduction of vocabulary is a common mistake. Auditory learners and EFL students who speak a related language may be able to pick up pronunciation readily with this method, but those with a markedly different mother tongue will struggle.
Games can be useful here as well, to break the ice and lessen tension about accents. Impersonations are a wonderful way to help students improve their pronunciation, and have a fun as well. Many famous personalities can be used as models and the students will have a terrific time guessing who they are. Often the students will find that their pronunciation will markedly improve as they mimic the speech patterns of their favorite actors and celebrities. They can even imitate the teacher for an added note of hilarity.
All of these ideas can be expanded on and modified to fit the needs of your particular class. Teaching pronunciation to ESL students is very necessary, but it doesn't have to be nerve-wracking. Just work on it a little during each class, and see your students' abilities grow.
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